CA-for-SCT
Dialectics and the analysis of cognition on the ground
DOI:
https://doi.org/10.1558/lst.v3i2.33171Keywords:
cognition, dynamic assessment, conversation analysis, interaction, second language learningAbstract
This article sketches out the theory and practice of using conversation analysis in the service of sociocultural theory, or CA-for-SCT. Specific focus is on the concept of cognition on the ground (Maynard, 2006), which refers to the ways in which psychological processes are demonstrated in and constituted by the social-interactive contexts in which they occur. Drawing on an interaction around a Dynamic Assessment of L2 French grammatical competence, the article demonstrates how the CA-for-SCT framework conceptualizes and uses for analytic benefit the dialectical relationship between intrapersonal and interpersonal psychological functioning, as Vygotsky proposed. Offering support for Vygotsky’s position, the discussion then focuses on how interaction – that is, the actions co-produced across individuals – ought to be seen as cognition in its own right, how the CA-for-SCT framework is applicable beyond Dynamic Assessment, and the ways in which the framework contributes to the development of units of analysis for SCT research.
References
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Goodwin, C. (2007). Participation, stance and affect in the organization of activities. Discourse and Society 18 (1): 53–73. https://doi.org/10.1177/0957926507069457
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Hauser, E. (2015). Private speech as social action. Language and Sociocultural Theory, 2 (2): 119–138. https://doi.org/10.1558/lst.v2i2.26615
Heritage, J. (2013). Turn-initial position and some of its occupants. Journal of Pragmatics 57: 331–337. https://doi.org/10.1016/j.pragma.2013.08.025
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Kramsch, C. and Whiteside, A. (2008). Language ecology in multilingual setting. Towards a theory of symbolic competence. Applied Linguistics 29 (4): 645–671. https://doi.org/10.1093/applin/amn022
Lantolf, J. P. and Poehner, M. E. (2004). Dynamic assessment: Bringing the past into the future. Journal of Applied Linguistics 1 (1): 49–74. https://doi.org/10.1558/japl.1.1.49.55872
Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. New York: Routledge.
Levinson, S. (1988). Putting linguistics on a proper footing: Explorations in Goffman’s concepts of participation. In P. Drew and A. Wooton (Eds), Erving Goffman, 161–227. Boston, MA: Northeastern University Press.
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Poehner, M. E. and Infante, P. (2015). Mediated development: Inter-psychological activity for L2 education. Language and Sociocultural Theory 2 (2): 161–183. https://doi.org/10.1558/lst.v2i2.26982
Poehner, M. E. and van Compernolle, R. A. (2011). Frames of interaction in Dynamic Assessment: Developmental diagnoses of second language learning. In M. E. Poehner and P. Rae-Dickens (Eds), Addressing Issues of Access and Fairness in Education through Dynamic Assessment [Special issue]. Assessment in Education: Principles, Policy and Practice 18 (2): 183–198.
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Sternberg, R. J. and Grigorenko, E. L. (2002). Dynamic Testing. The Nature and Measurement of Learning Potential. Cambridge: Cambridge University Press.
Tomasello, M. and Carpenter, M. (2007). Shared intentionality. Developmental Science 10 (1): 121–125. https://doi.org/10.1111/j.1467-7687.2007.00573.x
van Compernolle, R. A. (2010). Incidental microgenetic development in second-language teacher-learner talk-in-interaction. Classroom Discourse 1 (1): 66–81. https://doi.org/10.1080/19463011003750608
van Compernolle, R. A. (2011). Responding to questions and L2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implications. In J. K. Hall, J. Hellermann, and S. Pekarek Doehler (Eds), L2 Interactional Competence and Development, 117–144. Bristol: Multilingual Matters.
van Compernolle, R. A. (2013). Interactional competence and the dynamic assessment of L2 pragmatic abilities. In S. Ross and G. Kasper (Eds), Assessing Second Language Pragmatics, 327–353. Basingstoke: Palgrave/Macmillan. https://doi.org/10.1057/9781137003522_13
van Compernolle, R. A. (2015). Interaction and Second Language Development: A Vygotskian Perspective. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.44
van Compernolle, R. A. and Smotrova, T. (2014). Corrective feedback, gesture, and mediation in classroom language learning. Language and Sociocultural Theory 1 (1): 25–47. https://doi.org/10.1558/71056194384
van Compernolle, R. A. and Zhang, H. (2014). Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker. Language Testing 31 (4): 395–412. https://doi.org/10.1177/0265532213520303
Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wells, G. (1999). Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511605895
Wertsch, J. V. (1994). The primacy of mediated action in sociocultural studies. Mind, Culture, and Activity: An International Journal 1 (4): 202–208.
Zhang, H. and van Compernolle, R. A. (2016). Learning potential and the dynamic assessment of L2 Chinese grammar through elicited imitation. Language and Sociocultural Theory 3 (1): 99–119. https://doi.org/10.1558/lst.v3i1.27549
Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics 27 (3): 464–491. https://doi.org/10.1093/applin/aml001
Erlam, R. (2009). Elicited oral imitation as a measure of implicit knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, and H. Reiders (Eds), Implicit and Explicit Knowledge in Second Language Learning and Teaching, 65–93. Bristol: Multilingual Matters.
Eskildsen, S. W. (2012). L2 negation constructions at work. Language Learning 62 (2): 335–372. https://doi.org/10.1111/j.1467-9922.2012.00698.x
Goffman, E. (1981). Forms of Talk. Philadelphia, PA: University of Pennsylvania Press.
Goodwin, C. (2007). Participation, stance and affect in the organization of activities. Discourse and Society 18 (1): 53–73. https://doi.org/10.1177/0957926507069457
Hauser, E. (2009). On the danger of exogenous theory in CA-for-SLA: A response to Hellermann and Cole (2009). Applied Linguistics 32 (3): 348–352. https://doi.org/10.1093/applin/amr015
Hauser, E. (2015). Private speech as social action. Language and Sociocultural Theory, 2 (2): 119–138. https://doi.org/10.1558/lst.v2i2.26615
Heritage, J. (2013). Turn-initial position and some of its occupants. Journal of Pragmatics 57: 331–337. https://doi.org/10.1016/j.pragma.2013.08.025
Kozulin, A. and Garb, E. (2002). Dynamic assessment of EFL text comprehension of at-risk students. School Psychology International 23 (1): 112–127. https://doi.org/10.1177/0143034302023001733
Kramsch, C. and Whiteside, A. (2008). Language ecology in multilingual setting. Towards a theory of symbolic competence. Applied Linguistics 29 (4): 645–671. https://doi.org/10.1093/applin/amn022
Lantolf, J. P. and Poehner, M. E. (2004). Dynamic assessment: Bringing the past into the future. Journal of Applied Linguistics 1 (1): 49–74. https://doi.org/10.1558/japl.1.1.49.55872
Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. New York: Routledge.
Levinson, S. (1988). Putting linguistics on a proper footing: Explorations in Goffman’s concepts of participation. In P. Drew and A. Wooton (Eds), Erving Goffman, 161–227. Boston, MA: Northeastern University Press.
Levinson, S. (2006). Cognition at the heart of human interaction. Discourse Studies 8 (1): 85–93. https://doi.org/10.1177/1461445606059557
Maynard, D. W. (2006). Cognition on the ground. Discourse Studies 8 (1): 105–115. https://doi.org/10.1177/1461445606059560
Ollman, B. (2003). Dance of the Dialectic: Steps in Marx’s Method. Urbana, IL: University of Illinois Press.
Poehner, M. E. and Infante, P. (2015). Mediated development: Inter-psychological activity for L2 education. Language and Sociocultural Theory 2 (2): 161–183. https://doi.org/10.1558/lst.v2i2.26982
Poehner, M. E. and van Compernolle, R. A. (2011). Frames of interaction in Dynamic Assessment: Developmental diagnoses of second language learning. In M. E. Poehner and P. Rae-Dickens (Eds), Addressing Issues of Access and Fairness in Education through Dynamic Assessment [Special issue]. Assessment in Education: Principles, Policy and Practice 18 (2): 183–198.
Prévost, P. (2009). The Acquisition of French: The Development of Inflectional Morphology and Syntax in L1 Acquisition, Bilingualism, and L2 Acquisition. Amsterdam: John Benjamins. ttps://doi.org/10.1075/lald.51
Sacks, H., Schegloff, E., and Jefferson, G. (1974). A simplest systematic for the organization of turn-taking for conversation. Language 50 (4): 696–735. https://doi.org/10.1353/lan.1974.0010
Schegloff, E. A. (1997). Practices and actions: Boundary cases of other-initiated repair. Discourse Processes 23 (3): 499–545. https://doi.org/10.1080/01638539709545001
Steinbach-Koehler, F. and Thorne, S. L. (2011). The social life of self-directed talk: A sequential phenomenon? In J. Hall, J. Hellermann, and S. Pekarek Doehler (Eds), L2 Interactional Competence and Development, 66–92. Bristol: Multilingual Matters.
Sternberg, R. J. and Grigorenko, E. L. (2002). Dynamic Testing. The Nature and Measurement of Learning Potential. Cambridge: Cambridge University Press.
Tomasello, M. and Carpenter, M. (2007). Shared intentionality. Developmental Science 10 (1): 121–125. https://doi.org/10.1111/j.1467-7687.2007.00573.x
van Compernolle, R. A. (2010). Incidental microgenetic development in second-language teacher-learner talk-in-interaction. Classroom Discourse 1 (1): 66–81. https://doi.org/10.1080/19463011003750608
van Compernolle, R. A. (2011). Responding to questions and L2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implications. In J. K. Hall, J. Hellermann, and S. Pekarek Doehler (Eds), L2 Interactional Competence and Development, 117–144. Bristol: Multilingual Matters.
van Compernolle, R. A. (2013). Interactional competence and the dynamic assessment of L2 pragmatic abilities. In S. Ross and G. Kasper (Eds), Assessing Second Language Pragmatics, 327–353. Basingstoke: Palgrave/Macmillan. https://doi.org/10.1057/9781137003522_13
van Compernolle, R. A. (2015). Interaction and Second Language Development: A Vygotskian Perspective. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.44
van Compernolle, R. A. and Smotrova, T. (2014). Corrective feedback, gesture, and mediation in classroom language learning. Language and Sociocultural Theory 1 (1): 25–47. https://doi.org/10.1558/71056194384
van Compernolle, R. A. and Zhang, H. (2014). Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker. Language Testing 31 (4): 395–412. https://doi.org/10.1177/0265532213520303
Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wells, G. (1999). Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511605895
Wertsch, J. V. (1994). The primacy of mediated action in sociocultural studies. Mind, Culture, and Activity: An International Journal 1 (4): 202–208.
Zhang, H. and van Compernolle, R. A. (2016). Learning potential and the dynamic assessment of L2 Chinese grammar through elicited imitation. Language and Sociocultural Theory 3 (1): 99–119. https://doi.org/10.1558/lst.v3i1.27549
Published
2017-03-14
Issue
Section
Articles
How to Cite
van Compernolle, R. A. (2017). CA-for-SCT: Dialectics and the analysis of cognition on the ground. Language and Sociocultural Theory, 3(2), 173-193. https://doi.org/10.1558/lst.v3i2.33171
